Syllabus: Cambridge IGCSE International Mathematics

SYLLABUS
Cambridge IGCSE
International Mathematics
0607
For examination in June and November 2015
Cambridge Secondary 2
Changes to syllabus for 2015

This syllabus has been updated, but there are no significant changes.
University of Cambridge International Examinations retains the copyright on all its publications. Registered
Centres are permitted to copy material from this booklet for their own internal use. However, we cannot
give permission to Centres to photocopy any material that is acknowledged to a third party even for internal
use within a Centre.
IGCSE is the registered trademark of Cambridge International Examinations
Cambridge International Examinations 2013
Contents
1. Introduction .................................................................................................................... 2
1.1
1.2
1.3
1.4
1.5
Why choose Cambridge?

Why choose Cambridge IGCSE?
Why choose Cambridge IGCSE International Mathematics?
Cambridge International Certificate of Education (ICE)
How can I find out more?
2. Teacher support .............................................................................................................. 5

2.1 Support materials
2.2 Resource lists
2.3 Training
3. Assessment at a glance ................................................................................................. 6

3.1 Formula lists
4. Syllabus aims and assessment objectives...................................................................... 8

4.1
4.2
4.3
4.4
Syllabus aims
Assessment objectives
Graphics calculator requirements
Problem-solving requirements
5. Syllabus content (core and extended)........................................................................... 10

6. Appendix....................................................................................................................... 24
7.
Other information ......................................................................................................... 26
Introduction
1.
Introduction
1.1 Why choose Cambridge?

Recognition
Cambridge International Examinations is the worlds largest provider of international education programmes
and qualifications for learners aged 5 to 19. We are part of Cambridge Assessment, a department of the
University of Cambridge, trusted for excellence in education. Our qualifications are recognised by the worlds
universities and employers.
Cambridge IGCSE (International General Certificate of Secondary Education) is internationally
recognised by schools, universities and employers as equivalent in demand to UK GCSEs. Learn more at
www.cie.org.uk/recognition
Excellence in education
Our mission is to deliver world-class international education through the provision of high-quality curricula,
assessment and services.
More than 9000 schools are part of our Cambridge learning community. We support teachers in over 160
countries who offer their learners an international education based on our curricula and leading to our
qualifications. Every year, thousands of learners use Cambridge qualifications to gain places at universities
around the world.
Our syllabuses are reviewed and updated regularly so that they reflect the latest thinking of international
experts and practitioners and take account of the different national contexts in which they are taught.
Cambridge programmes and qualifications are designed to support learners in becoming:
confident in working with information and ideas their own and those of others
responsible for themselves, responsive to and respectful of others
reflective as learners, developing their ability to learn
innovative and equipped for new and future challenges
engaged intellectually and socially, ready to make a difference.
Support for teachers

A wide range of materials and resources is available to support teachers and learners in Cambridge schools.
Resources suit a variety of teaching methods in different international contexts. Through subject discussion
forums and training, teachers can access the expert advice they need for teaching our qualifications. More
details can be found in Section 2 of this syllabus and at www.cie.org.uk/teachers
Support for exams officers

Exams officers can trust in reliable, efficient administration of exams entries and excellent personal support
from our customer services. Learn more at www.cie.org.uk/examsofficers
Cambridge IGCSE International Mathematics 0607. Syllabus for examination in 2015.
Introduction
Not-for-profit, part of the University of Cambridge

We are a not-for-profit organisation where the needs of the teachers and learners are at the core of what we
do. We continually invest in educational research and respond to feedback from our customers in order to
improve our qualifications, products and services.
Our systems for managing the provision of international qualifications and education programmes for
learners aged 5 to 19 are certified as meeting the internationally recognised standard for quality
management, ISO 9001:2008. Learn more at www.cie.org.uk/ISO9001
1.2 Why choose Cambridge IGCSE?

Cambridge IGCSEs are international in outlook, but retain a local relevance. The syllabuses provide
opportunities for contextualised learning and the content has been created to suit a wide variety of schools,
avoid cultural bias and develop essential lifelong skills, including creative thinking and problem-solving.
Our aim is to balance knowledge, understanding and skills in our programmes and qualifications to enable
candidates to become effective learners and to provide a solid foundation for their continuing educational
journey.
Through our professional development courses and our support materials for Cambridge IGCSEs, we provide
the tools to enable teachers to prepare learners to the best of their ability and work with us in the pursuit of
excellence in education.
Cambridge IGCSEs are considered to be an excellent preparation for Cambridge International AS and
A Levels, the Cambridge AICE (Advanced International Certificate of Education) Group Award,
Cambridge Pre-U, and other education programmes, such as the US Advanced Placement program
and the International Baccalaureate Diploma programme. Learn more about Cambridge IGCSEs at
www.cie.org.uk/cambridgesecondary2
Guided learning hours

Cambridge IGCSE syllabuses are designed on the assumption that candidates have about 130 guided
learning hours per subject over the duration of the course, but this is for guidance only. The number of
hours required to gain the qualification may vary according to local curricular practice and the learners prior
experience of the subject.
1.3 Why choose Cambridge IGCSE International Mathematics?

Mathematics teachers in international schools have worked with Cambridge to create Cambridge
International Mathematics (IGCSE) a new curriculum and qualification to prepare students to use the
power of mathematics in an increasingly technological world. The new syllabus fits teaching maths in an
international school, leading to a qualification with widespread university recognition.
Prior learning
We recommend that candidates who are beginning this course should have previously studied an
appropriate lower secondary mathematics programme.
Introduction
Progression
Cambridge IGCSE Certificates are general qualifications that enable candidates to progress either directly to
employment, or to proceed to further qualifications.
Candidates who are awarded grades C to A* in Cambridge IGCSE International Mathematics are well
prepared to follow courses leading to Cambridge International AS and A Level Mathematics, or the
equivalent.
1.4 Cambridge International Certificate of Education (ICE)

Cambridge ICE is a group award for Cambridge IGCSE. It gives schools the opportunity to benefit
from offering a broad and balanced curriculum by recognising the achievements of learners who pass
examinations in at least seven subjects. To qualify for the Cambridge ICE award learners are required to have
studied subjects from five groups: two languages from Group I, and one subject from each of the remaining
four groups. The seventh subject can be taken from any of the five subject groups.
Cambridge International Mathematics (0607) is in Group IV, Mathematics.
Learn more about Cambridge ICE at www.cie.org.uk/cambridgesecondary2
The Cambridge ICE is awarded from examinations administered in the June and November series each year.
Detailed timetables are available from www.cie.org.uk/examsofficers
1.5 How can I find out more?

If you are already a Cambridge school
You can make entries for this qualification through your usual channels. If you have any questions, please
contact us at info@cie.org.uk
If you are not yet a Cambridge school

Learn about the benefits of becoming a Cambridge school at www.cie.org.uk/startcambridge. Email us at
info@cie.org.uk to find out how your organisation can register to become a Cambridge school.
Teacher support
2.
Teacher support
2.1 Support materials

Cambridge syllabuses, past question papers and examiner reports to cover the last examination series are
on the Syllabus and Support Materials DVD, which we send to all Cambridge schools.
You can also go to our public website at www.cie.org.uk/igcse to download current and future syllabuses
together with specimen papers or past question papers and examiner reports from one series.
For teachers at registered Cambridge schools a range of additional support materials for specific syllabuses
is available online. For Teacher Support go to http://teachers.cie.org.uk (username and password required).
2.2 Resource lists

We work with publishers providing a range of resources for our syllabuses including textbooks, websites,
CDs etc. Any endorsed, recommended and suggested resources are listed on both our public website and
on Teacher Support.
The resource lists can be filtered to show all resources or just those which are endorsed or recommended
by Cambridge. Resources endorsed by Cambridge go through a detailed quality assurance process and are
written to align closely with the Cambridge syllabus they support.
2.3 Training
We offer a range of support activities for teachers to ensure they have the relevant knowledge and skills to
deliver our qualifications. See www.cie.org.uk/events for further information.
Assessment at a glance
3.
Candidates may follow either the Core Curriculum or the Extended Curriculum. Candidates should attempt
to answer all questions on each paper. All papers must be taken in the same examination series at the end
of the course.
Core curriculum
Grades available CG
Extended curriculum
Grades available A*E
Paper 1
45 minutes
Paper 2
45 minutes
Short response questions.
Short response questions.
No calculators are permitted.
No calculators are permitted.
Designed to assess knowledge and use of basic

skills and methods.
Designed to assess knowledge and use of basic

skills and methods.
Any part of the syllabus content may be present

in this paper but questions will focus on concepts
which can be assessed without access to a
calculator.
Any part of the syllabus content may be present

in this paper but questions will focus on concepts
which can be assessed without access to a
calculator.
40 marks: 25% of assessment
Paper 3
1 hour 45 minutes
Paper 4
2 hours 15 minutes
1115 medium to extended response questions.
1115 medium to extended response questions.
A graphics calculator is required.
Any area of the syllabus may be assessed.
Some of the questions will particularly assess the

use of the graphics calculator functions described
on Page 9.
Some of the questions will particularly assess the

use of the graphics calculator functions described
on Page 9.
Paper 5
1 hour
Paper 6
1 hour 30 minutes
One investigation question.
One investigation and one modelling question.
Candidates are assessed on their ability to

investigate and solve a more open-ended problem.
Candidates are assessed on their ability to

investigate, model, and solve more open-ended
problems.
Clear communication and full reasoning are

especially important and mark schemes reflect this.
An extended time allowance is given for this paper
to allow students to explore and communicate their
ideas fully.
Clear communication and full reasoning are

especially important and mark schemes reflect this.
An extended time allowance is given for this paper
to allow students to explore and communicate their
ideas fully.
Total marks: 160 marks: 100% of assessment
Total marks: 200 marks: 100% of assessment
3.1 Formula lists

Some mathematical formulae will be provided at the start of Papers 14.
These Core and Extended formula lists are given in the Appendix of this booklet.
Availability
This syllabus is examined in the May/June examination series and the October/November examination
series.
Detailed timetables are available from www.cie.org.uk/examsofficers
This syllabus is available to private candidates.
Centres in the UK that receive government funding are advised to consult the Cambridge website
www.cie.org.uk for the latest information before beginning to teach this syllabus.
Combining this with other syllabuses

Candidates can combine this syllabus in an examination series with any other Cambridge syllabus, except:
syllabuses with the same title (or the title Mathematics) at the same level
Please note that Cambridge IGCSE, Cambridge International Level 1/Level 2 Certificate and Cambridge
O Level syllabuses are at the same level.
Syllabus aims and assessment objectives
4.
4.1 Syllabus aims

Cambridge International Mathematics (IGCSE) syllabus is designed as a two-year course for examination at
age 16-plus. The aims of this syllabus should enable students to:
1.
acquire a foundation of mathematical skills appropriate to further study and continued learning in
mathematics;
2. develop a foundation of mathematical skills and apply them to other subjects and to the real world;
3. develop methods of problem solving;
4. interpret mathematical results and understand their significance;
5. develop patience and persistence in solving problems;
6. develop a positive attitude towards mathematics which encourages enjoyment, fosters confidence and
promotes enquiry and further learning;
7.
appreciate the beauty and power of mathematics;
8. appreciate the difference between mathematical proof and pattern spotting;

9. appreciate the interdependence of different branches of mathematics and the links with other
disciplines;
10. appreciate the international aspect of mathematics, its cultural and historical significance and its role in
the real world;
11. read mathematics and communicate the subject in a variety of ways.
4.2 Assessment objectives

The examination will test the ability of candidates to:
1.
know and apply concepts from all the aspects of mathematics listed in the specification;
2. apply combinations of mathematical skills and techniques to solve a problem;

3. solve a problem by investigation, analysis, the use of deductive skills and the application of an
appropriate strategy;
4. recognise patterns and structures and so form generalisations;
5. draw logical conclusions from information and understand the significance of mathematical or statistical
results;
6. use spatial relationships in solving problems;
7.
use the concepts of mathematical modelling to describe a real-life situation and draw conclusions;
8. organise, interpret and present information in written, tabular, graphical and diagrammatic forms;
9. use statistical techniques to explore relationships in the real world;
10. communicate mathematical work using the correct mathematical notation and terminology, logical
argument, diagrams and graphs;
11. make effective use of technology;
12. estimate and work to appropriate degrees of accuracy.
4.3 Graphics calculator requirements

Candidates should be able to do the following using a graphics calculator.
Sketch a graph.
Produce a table of values for a function.
Find zeros and local maxima or minima of a function.
Find the intersection point of two graphs.
Find mean, median, quartiles.
Find the linear regression equation.
Other existing in-built applications should not be used and will gain no credit.
Calculators with symbolic algebraic logic are not permitted.
Any other applications and programs from external sources are not permitted.
4.4 Problem-solving requirements

Candidates should be able to:
select the mathematics and information to model a situation;
select the appropriate tools, including ICT, to use in a situation;
apply appropriate methods and techniques to analyse a situation;
interpret and communicate the results of the analysis.
Syllabus content (core and extended)
5.
Candidates may follow either the Core Curriculum or the Extended Curriculum.
1
Number Core curriculum
Notes
1.1
Vocabulary and notation for different sets of numbers:

natural numbers k, primes, squares, cubes, integers w,
rational numbers n, irrational numbers, real numbers o,
triangle numbers
k = {0, 1, 2, }
1.2
Use of the four operations and brackets
1.3
Highest common factor, lowest common multiple
1.4
Calculation of powers and roots
1.5
Ratio and proportion
including use of e.g. map scales
1.6
1.7
Equivalences between decimals, fractions, ratios and

percentages
1.8
Percentages including applications such as interest and

profit
1.9
Meaning of exponents (powers, indices) in w

Standard Form a x 10n where 1 a < 10 and n w
Rules for exponents
excluding reverse percentages

includes both simple and
compound interest
1.10
10
1.11
Estimating, rounding, decimal places and significant

figures
1.12
Calculations involving time: second (s), minutes (min),

hours (h), days, months, years including the relation
between consecutive units
1.13
Problems involving speed, distance and time problems
1 year = 365 days
Link within
syllabus
4.5
Number Extended curriculum
Notes
1.1
Vocabulary and notation for different sets of numbers:

natural numbers k, primes, squares, cubes, integers w,
rational numbers n, irrational numbers, real numbers o,
triangle numbers
k = {0, 1, 2, }
1.2
Use of the four operations and brackets
1.3
Highest common factor, lowest common multiple
1.4
Calculation of powers and roots
1.5
Ratio and proportion
1.6
Absolute value | x |
1.7
Equivalences between decimals, fractions, ratios and

percentages
1.8
Percentages including applications such as interest and

profit
1.9
Meaning of exponents (powers, indices) in n

Standard Form a x 10n where 1 a < 10 and n w
Rules for exponents
1.10
Surds (radicals), simplification of square root expressions

Rationalisation of the denominator
1.11
Estimating, rounding, decimal places and significant

figures
1.12
Calculations involving time: second (s), minutes (min),

hours (h), days, months, years including the relation
between consecutive units
1.13
Problems involving speed, distance and time problems
Link within
syllabus
including use of e.g. map scales
4.5
includes both simple and

compound interest
includes percentiles
3.2
11.7
e.g.
1
3 1
1 year = 365 days
11
Algebra Core curriculum
Notes
2.1
Writing, showing and interpretation of inequalities,

including those on the real number line
2.2
Solution of simple linear inequalities
2.3
Solution of linear equations
2.4
Simple indices multiplying and dividing
2.5
Derivation, rearrangement and evaluation of simple

formulae
2.6
Solution of simultaneous linear equations in two variables
2.7
Expansion of brackets
including e.g. (x 5)(2x + 1)
2.8
Factorisation: common factor only
e.g. 6x2 + 9x = 3x(2x + 3)
2.9
Algebraic fractions:
Link within
syllabus
9.2
e.g. 8x5 2x3
simplification
e.g.
2x 2
6x
addition or subtraction of fractions with integer

denominators
e.g.
2x y
3
5
multiplication or division of two simple fractions
e.g.
p
2t
q 3q
2.10
2.11
Use of a graphics calculator to solve equations, including

those which may be unfamiliar
2.12
Continuation of a sequence of numbers or patterns

Determination of the nth term
Use of a difference method to find the formula for a linear
sequence or a simple quadratic sequence
e.g. 2x = x2
2.13
12
3.6
Algebra Extended curriculum
2.1
Writing, showing and interpretation of inequalities,

including those on the real number line
2.2
Solution of linear and quadratic inequalities

Solution of inequalities using a graphics calculator
2.3
Solution of linear equations including those with

fractional expressions
2.4
Indices
2.5
Derivation, rearrangement and evaluation of formulae
2.6
Solution of simultaneous linear equations in two

variables
2.7
Expansion of brackets, including the square of a

binomial
2.8
Factorisation: common factor

difference of squares
trinomial
four term
2.9
Algebraic fractions:
simplification, including use of factorisation
addition or subtraction of fractions with linear
denominators
multiplication or division and simplification of two
fractions
2.10
Solution of quadratic equations:

by factorisation
using a graphics calculator
using the quadratic formula
2.11
Use of a graphics calculator to solve equations,

including those which may be unfamiliar
2.12
Continuation of a sequence of numbers or patterns

Determination of the nth term
Use of a difference method to find the formula for
a linear sequence, a quadratic sequence or a cubic
sequence
Identification of a simple geometric sequence and
determination of its formula
2.13
Direct variation (proportion) y x, y x 2, y x 3, y
Notes
Link within
syllabus
9.2
e.g. 2x2 + 5x 3 < 0
e.g. 6x 2 + 9x = 3x(2x + 3)
e.g. 9x 2 16y 2 = (3x 4y)(3x + 4y)
e.g. 6x 2 + 11x 10 = (3x 2)(2x + 5)
e.g. xy 3x + 2y 6 = (x + 2)(y 3)
3.6
formula given
e.g. 2x 1 = 1/x3
3.6
modelling
x
Inverse variation y 1/x, y 1/x 2, y 1/ x
Best variation model for given data
13
Functions Core curriculum
Notes
3.1
Notation
Domain and range
Mapping diagrams
domain is o unless stated

otherwise
Link within
syllabus
3.2
3.3
3.4
3.5
Understanding of the concept of asymptotes and

graphical identification of simple examples parallel to the
axes
3.6
Use of a graphics calculator to:

sketch the graph of a function
produce a table of values
find zeros, local maxima or minima
find the intersection of the graphs of functions
2.11
including unfamiliar functions
not mentioned explicitly in this
syllabus
vertex of quadratic
3.7
3.8
Description and identification, using the language of

transformations, of the changes to the graph of y = f(x)
when y = f(x) + k, y = f(x + k)
5.4
k an integer
3.9
3.10
14
Functions Extended curriculum
Notes
3.1
Notation
Domain and range
Mapping diagrams
domain is o unless stated

otherwise
3.2
Recognition of the following function types from the

shape of their graphs:
linear
f(x) = ax + b
quadratic
f(x) = ax 2 + bx + c
cubic
f(x) = ax 3 + bx 2 + cx + d
reciprocal
f(x) = a/x
exponential
f(x) = ax with 0 < a < 1 or a > 1
absolute value f(x) = | ax + b |
trigonometric
f(x) = asin(bx); acos(bx); tanx
3.3
Determination of at most two of a, b, c or d in simple

cases of 3.2
3.4
Finding the quadratic function given

vertex and another point,
x-intercepts and a point,
vertex or x-intercepts with a = 1.
3.5
Understanding of the concept of asymptotes and graphical

identification of examples
3.6
Use of a graphics calculator to:

sketch the graph of a function
produce a table of values
find zeros, local maxima or minima
find the intersection of the graphs of functions
3.7
Simplify expressions such as f(g(x)) where g(x) is a linear

expression
3.8
Description and identification, using the language of

transformations, of the changes to the graph of
y = f(x) when
y = f(x) + k,
y = k f(x), y = f(x + k)
1
3.9
Inverse function f
3.10
Logarithmic function as the inverse of the exponential

function
y = ax equivalent to x = logay
Rules for logarithms corresponding to rules for exponents
Solution to ax = b as x = log b / log a.
some of a, b, c or d may be 0
Link within
syllabus
modelling
7.6
7.8
compound interest
1.8
including period and amplitude
8.8
modelling
y = a(x h)2 + k has a vertex

of (h, k)
e.g. f(x) = tanx asymptotes at
90, 270 etc.
excludes algebraic derivation of
asymptotes
includes oblique asymptotes
including unfamiliar functions
not mentioned explicitly in this
syllabus
vertex of quadratic
2.11
2.10
5.4
k an integer
5.5
15
Geometry Core curriculum
Notes
4.1
Use and interpret the geometrical terms:

acute, obtuse, right angle, reflex, parallel, perpendicular,
congruent, similar
Use and interpret vocabulary of triangles, quadrilaterals,
polygons and simple solid figures
4.2
Line and rotational symmetry
4.3
Angle measurement in degrees
4.4
Angles round a point

Angles on a straight line and intersecting straight lines
Vertically opposite angles
Alternate and corresponding angles on parallel lines
Angle sum of a triangle, quadrilateral and polygons
Interior and exterior angles of a polygon
Angles of regular polygons
4.5
Similarity
Calculation of lengths of similar figures
1.5
4.6
Pythagoras Theorem in two dimensions
7.2
7.8
Including:
chord length
distance of a chord from the centre of a circle
distances on a grid
4.7
16
Use and interpret vocabulary of circles

Properties of circles
tangent perpendicular to radius at the point of contact
tangents from a point
angle in a semicircle
Link within
syllabus
includes sector and segment
Geometry Extended curriculum
Notes
Link within
syllabus
4.1
Use and interpret the geometrical terms:

acute, obtuse, right angle, reflex, parallel, perpendicular,
congruent, similar
Use and interpret vocabulary of triangles, quadrilaterals,
polygons and simple solid figures
4.2
Line and rotational symmetry
4.3
Angle measurement in degrees
4.4
Angles round a point

Angles on a straight line and intersecting straight lines
Vertically opposite angles
Alternate and corresponding angles on parallel lines
Angle sum of a triangle, quadrilateral and polygons
Interior and exterior angles of a polygon
Angles of regular polygons
4.5
Similarity
Calculation of lengths of similar figures
Use of area and volume scale factors
1.5
4.6
Pythagoras Theorem and its converse in two and three

dimensions
Including:
chord length
distance of a chord from the centre of a circle
distances on a grid
5.3
4.7
Use and interpret vocabulary of circles

Properties of circles:
tangent perpendicular to radius at the point of contact
tangents from a point
angle in a semicircle
angles at the centre and at the circumference on the
same arc
cyclic quadrilateral
7.8
7.2
includes sector and segment
17
Transformations in two dimensions
Notes
Link within
syllabus
Core Curriculum
5.1
Notation:
Directed line segment AB ;
x
y
component form
5.2
5.3
5.4
3.8
Transformations on the Cartesian plane:

translation, reflection, rotation, enlargement
(reduction)
Description of a translation using the notation in 5.1
5.5
5.6
18
Mensuration Core curriculum
Notes
6.1
Units: mm, cm, m, km

mm2, cm2, m2, ha, km2
mm3, cm3, m3
ml, cl, l,
g, kg, t
convert between units
6.2
Perimeter and area of rectangle, triangle and compound

shapes derived from these.
formula given for area of

triangle
6.3
Circumference and area of a circle

Arc length and area of sector
formulae given for

circumference and area of a
circle
6.4
Surface area and volume of prism and pyramid

(in particular, cuboid, cylinder and cone)
Surface area and volume of sphere and hemisphere
formulae given for curved

surface areas of cylinder, cone
and sphere; volume of pyramid,
cone, cylinder, prism and
sphere
6.5
Areas and volumes of compound shapes
simple cases only
Link within
syllabus
4.1
Transformations and vectors in two dimensions

Extended curriculum
5.1
Notation:
Notes
Link within
syllabus
Vector a; directed line segment AB ;
x
y
component form
5.2
Addition and subtraction of vectors

Negative of a vector
Multiplication of a vector by a scalar
5.3
Magnitude | a |
4.6
5.4
Transformations on the Cartesian plane:

translation, reflection, rotation, enlargement
(reduction), stretch
Description of a translation using the notation in 5.1
3.8
5.5
Inverse of a transformation
3.9
5.6
Combined transformations
Mensuration Extended curriculum
Notes
6.1
Units: mm, cm, m, km

mm2, cm2, m2, ha, km2
mm3, cm3, m3
ml, cl, l,
g, kg, t
convert between units
6.2
Perimeter and area of rectangle, triangle and compound

shapes derived from these
6.3
Circumference and area of a circle

Arc length and area of sector
6.4
Surface area and volume of prism and pyramid

(in particular, cuboid, cylinder and cone)
Surface area and volume of sphere and hemisphere
6.5
Areas and volumes of compound shapes
7.2
Link within
syllabus
4.1
formulae given for curved

surface areas of cylinder, cone
and sphere; volume of pyramid,
cone, cylinder, and sphere
19
Co-ordinate geometry Core curriculum
Notes
Link within
syllabus
7.1
Plotting of points and reading from a graph in the Cartesian

plane
11.1
7.2
Distance between two points
4.6
7.3
Midpoint of a line segment
7.4
Gradient of a line segment
7.5
Gradient of parallel lines
7.6
Equation of a straight line as y = mx + c or x = k
7.7
7.8
Symmetry of diagrams or graphs in the Cartesian plane
Trigonometry Core curriculum
8.1
Right-angled triangle trigonometry
4.2
Notes
Link within
syllabus
Notes
Link within
syllabus
8.2
8.3
8.4
8.5
8.6
8.7
Applications:
three-figure bearings and North, East, South, West
problems in two dimensions
8.8
20
Sets Core curriculum
9.1
Notation and meaning for:

is an element of (); is not an element of ();
is a subset of (); is a proper subset of ();
universal set U, empty set or { };
complement of A, (A); number of elements in A, n(A).
9.2
Sets in descriptive form { x |
9.3
Venn diagrams with at most two sets
9.4
Intersection and union of sets
} or as a list
2.1
10.6
Co-ordinate geometry Extended curriculum
7.1
Plotting of points and reading from a graph in the Cartesian

plane
11.1
7.2
Distance between two points
4.6
7.3
Midpoint of a line segment
7.4
Gradient of a line segment
7.5
Gradient of parallel and perpendicular lines
7.6
Equation of a straight line as y = mx + c

and ax + by = d (a, b and d integer)
7.7
Linear inequalities on the Cartesian plane
7.8
Symmetry of diagrams or graphs in the Cartesian plane
Trigonometry Extended curriculum
8.1
Right-angled triangle trigonometry
8.2
Exact values for the trigonometric ratios of 0, 30, 45,

60, 90
8.3
Extension to the four quadrants i.e. 0360
8.4
Sine Rule
formula given, ASA

SSA (ambiguous case)
8.5
Cosine Rule
formula given, SAS, SSS
8.6
Area of triangle
formula given
8.7
Applications:
three-figure bearings and North, East, South, West
problems in two and three dimensions
8.8
Properties of the graphs of y = sin x, y = cos x, y = tan x
x in degrees
3.2
Sets Extended curriculum
Notes
Link within
syllabus
9.1
Notation and meaning for:

is an element of (); is not an element of ();
is a subset of (); is a proper subset of ();
universal set U, empty set or { };
complement of A, (A); number of elements in A, n(A)
9.2
Sets in descriptive form { x |
9.3
Venn diagrams with at most three sets
9.4
Intersection and union of sets
} or as a list
Notes
Link within
syllabus
5.3
3.2
shade unwanted regions
3.2
Notes
4.2
Link within
syllabus
3.8
2.1
10.6
21
10
Probability Core curriculum
Notes
10.1
Probability P(A) as a fraction, decimal or percentage

Significance of its value
10.2
Relative frequency as an estimate of probability
10.3
Expected frequency of occurrences
10.4
Combining events
simple cases only
10.5
Tree diagrams including successive selection with or

without replacement
simple cases only
10.6
Probabilities from Venn diagrams and tables
11
Statistics Core curriculum
11.1
Reading and interpretation of graphs or tables of data
11.2
Discrete and continuous data
11.3
(Compound) bar chart, line graph, pie chart, stem and leaf
diagram, scatter diagram
11.4
Mean, mode, median, quartiles and range from lists of

discrete data
Mean, mode, median and range from grouped discrete
data
11.5
Mean from continuous data
9.3
Notes
22
Cumulative frequency table and curve

Median, quartiles and inter-quartile range
11.8
Use of a graphics calculator to calculate mean, median

and quartiles for discrete data and mean for grouped data
11.9
Understanding and description of correlation (positive,

negative or zero) with reference to a scatter diagram
Straight line of best fit (by eye) through the mean on a
scatter diagram
Link within
syllabus
7.1
11.6
11.7
Link within
syllabus
read from curve
the coefficient of correlation is

not required
10
Probability Extended curriculum
10.1
Probability P(A) as a fraction, decimal or percentage

Significance of its value
10.2
Relative frequency as an estimate of probability
10.3
Expected frequency of occurrences
10.4
Combining events:
the addition rule P(A or B) = P(A) + P(B)
the multiplication rule P(A and B) = P(A) P(B)
Notes
mutually exclusive
independent
10.5
Tree diagrams including successive selection with or

without replacement
10.6
Probabilities from Venn diagrams and tables
11
Statistics Extended curriculum
11.1
Reading and interpretation of graphs or tables of data
11.2
Discrete and continuous data
11.3
(Compound) bar chart, line graph, pie chart, stem and leaf
diagram, scatter diagram
11.4
Mean, mode, median, quartiles and range from lists of

discrete data
Mean, mode, median and range from grouped discrete
data
11.5
Mean from continuous data
11.6
Histograms with frequency density on the vertical axis

using continuous data
includes histograms with

unequal class intervals
11.7
Cumulative frequency table and curve

Median, quartiles, percentiles and inter-quartile range
read from curve
11.8
Use of a graphics calculator to calculate mean, median,

and quartiles for discrete data and mean for grouped data
11.9
Understanding and description of correlation (positive,

negative or zero) with reference to a scatter diagram
Straight line of best fit (by eye) through the mean on a
scatter diagram
Use a graphics calculator to find equation of linear
regression
Link within
syllabus
9.3
Notes
Link within
syllabus
7.1
1.8
the coefficient of correlation is

not required
23
Appendix
6.
Appendix
List of formulae provided on Core Papers 1 and 3
24
1
bh
2
Area, A, of triangle, base b, height h.
A=
Area, A, of circle, radius r.
A = r2
Circumference, C, of circle, radius r.
C = 2r
Curved surface area, A, of cylinder of radius r, height h.
A = 2rh
Curved surface area, A, of cone of radius r, sloping edge l.
A = rl
Curved surface area, A, of sphere with radius r.
A = 4r2
Volume, V, of prism, cross-sectional area A, length l.
V = Al
Volume, V, of pyramid, base area A, height h.
V=
Volume, V, of cylinder of radius r, height h.
V = r2h
Volume, V, of cone of radius r, height h.
V = 1 r2h
3
Volume, V, of sphere of radius r.
V=
1
Ah
3
4 3
r
3
Appendix
List of formulae provided on Extended Papers 2 and 4

Curved surface area, A, of cylinder of radius r, height h.
A = 2rh
Curved surface area, A, of cone of radius r, sloping edge l.
A = rl
Curved surface area, A, of sphere of radius r.
A = 4r2
Volume, V, of pyramid, base area A, height h.
V = 1 Ah
3
Volume, V, of cylinder of radius r, height h.
V = r2h
Volume, V, of cone of radius r, height h.
V = 1 r2h
3
Volume, V, of sphere of radius r.
V=
a
sin A
b
sin B
4 3
r
3
c
sin C
a2 = b2 + c2 2bc cos A
Area =
1
bc sin A
2
For the equation
ax2 + bx + c = 0
x=
b 4 ac
2a
25
Other information
7.
Other information
Equality and inclusion

Cambridge International Examinations has taken great care in the preparation of this syllabus and
assessment materials to avoid bias of any kind. To comply with the UK Equality Act (2010), Cambridge has
designed this qualification with the aim of avoiding direct and indirect discrimination.
The standard assessment arrangements may present unnecessary barriers for candidates with disabilities
or learning difficulties. Arrangements can be put in place for these candidates to enable them to access the
assessments and receive recognition of their attainment. Access arrangements will not be agreed if they
give candidates an unfair advantage over others or if they compromise the standards being assessed.
Candidates who are unable to access the assessment of any component may be eligible to receive an award
based on the parts of the assessment they have taken.
Information on access arrangements is found in the Cambridge Handbook which can be downloaded from
the website www.cie.org.uk
Language
This syllabus and the associated assessment materials are available in English only.
Grading and reporting

Cambridge IGCSE results are shown by one of the grades A*, A, B, C, D, E, F or G indicating the standard
achieved, A* being the highest and G the lowest. Ungraded indicates that the candidates performance fell
short of the standard required for grade G. Ungraded will be reported on the statement of results but not
on the certificate. The letters Q (result pending); X (no results) and Y (to be issued) may also appear on the
statement of results but not on the certificate.
Entry codes
To maintain the security of our examinations we produce question papers for different areas of the world,
known as administrative zones. Where the component entry code has two digits, the first digit is the
component number given in the syllabus. The second digit is the location code, specific to an administrative
zone. Information about entry codes, examination timetables and administrative instructions can be found in
the Cambridge Guide to Making Entries.
26
University of Cambridge International Examinations

1 Hills Road, Cambridge, CB1 2EU, United Kingdom
Tel: +44 (0)1223 553554 Fax: +44 (0)1223 553558
Email: info@cie.org.uk www.cie.org.uk
IGCSE is the registered trademark of Cambridge International Examinations
Cambridge International Examinations 2013
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What is the purpose and scope of the document?

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What topics are covered in the syllabus?

What topics are covered in the syllabus?

SYLLABUS

Changes to syllabus for 2015

Why choose Cambridge?

2. Teacher support .............................................................................................................. 5

3. Assessment at a glance ................................................................................................. 6

4. Syllabus aims and assessment objectives...................................................................... 8

5. Syllabus content (core and extended)........................................................................... 10

Other information ......................................................................................................... 26

1.1 Why choose Cambridge?

responsible for themselves, responsive to and respectful of others

reflective as learners, developing their ability to learn

innovative and equipped for new and future challenges

engaged intellectually and socially, ready to make a difference.

Support for teachers

Support for exams officers

Cambridge IGCSE International Mathematics 0607. Syllabus for examination in 2015.

Not-for-profit, part of the University of Cambridge

1.2 Why choose Cambridge IGCSE?

Guided learning hours

1.3 Why choose Cambridge IGCSE International Mathematics?

Cambridge IGCSE International Mathematics 0607. Syllabus for examination in 2015.

1.4 Cambridge International Certificate of Education (ICE)

1.5 How can I find out more?

If you are not yet a Cambridge school

Cambridge IGCSE International Mathematics 0607. Syllabus for examination in 2015.

2.1 Support materials

2.2 Resource lists

Cambridge IGCSE International Mathematics 0607. Syllabus for examination in 2015.

Short response questions.

Short response questions.

No calculators are permitted.

No calculators are permitted.

Designed to assess knowledge and use of basic

Designed to assess knowledge and use of basic

Any part of the syllabus content may be present

Any part of the syllabus content may be present

40 marks: 25% of assessment

40 marks: 20% of assessment

1115 medium to extended response questions.

1115 medium to extended response questions.

A graphics calculator is required.

A graphics calculator is required.

Any area of the syllabus may be assessed.

Any area of the syllabus may be assessed.

Some of the questions will particularly assess the

Some of the questions will particularly assess the

96 marks: 60% of assessment

120 marks: 60% of assessment

One investigation question.

One investigation and one modelling question.

A graphics calculator is required.

A graphics calculator is required.

Any area of the syllabus may be assessed.

Any area of the syllabus may be assessed.

Candidates are assessed on their ability to